Reading Comprehension Ability of Primary Level English Teachers
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Department of English Education
Abstract
This research attempts to find out the reading comprehension ability of primary level English teachers and to compare their ability in terms of experience and training. For this purpose the researcher selected the primary level English teachers of Chitwan district. The researcher collected data from the sampled population of 50 primary teachers. The primary level English teachers were given three sets of test. All of them included subjective and objective tests. They were given the test in their own schools. Their responses were administered classifying into trained and untrained and experienced and inexperienced. Their scores were tabulated on the basis of the test items and were analyzed in terms of mean and difference in percentage. Their answers were also analyzed qualitatively and quantitatively. This study found out that teachers training and experience affect their performance in reading comprehension. The trained teachers were better than untrained ones. Similarly the experienced teachers obtained marks more than those of inexperienced as a whole. Likewise, they performed better in objective test than in subjective test. All of them had some weaknesses and produced more or less erroneous constructions. The constructions of untrained and inexperienced teachers were more problematic as well as erroneous than those of the trained and experienced teachers.
This study consists of four chapters. The chapter one presents general background, review of related literature, objectives of the study and significance of the study. Chapter two consists of the methodology of the study. It includes the sources of data, population of the study, sampling procedure, and tools for data collection, procedure of data collection and limitations of the study. Chapter three consists of the analysis and interpretation of the collected data. The data were tabulated and analyzed on the basis of the test items. Chapter four presents the major findings, recommendations and pedagogical implications of the study.